Improvement in Mathematical Critical Thinking Ability Following Gamification-Based Learning on Fraction Material among Sixth-Grade Students

Arika Rahmania; Elfin Sifaul Jannah; Diva Arifka Lestari Putri; Zaenal Abidin

doi:10.26740/jrpd.v11n3.p428-441

Authors

Arika Rahmania State University of Surabaya
Elfin Sifaul Jannah State University of Surabaya
Diva Arifka Lestari Putri State University of Surabaya
Zaenal Abidin State University of Surabaya

DOI:

https://doi.org/10.26740/jrpd.v11n3.p428-441

Keywords:

Gamification, Critical Thinking, Fractions, Elementary School, Normalized Gain

Abstract

Mathematical critical thinking is a core competency in primary education, and fraction learning provides a demanding context for developing it. Previous research has documented the benefits of gamification for motivation, engagement, and mathematics performance, while less attention has been directed toward indicator-level changes in critical thinking within fraction learning. This study aims to examine changes in sixth-grade students' mathematical critical thinking ability following gamification-based learning, measured through Facione's interpretation, analysis, evaluation, and inference indicators. A descriptive quantitative approach with a one-group pretest-posttest design was applied to 10 students selected through random sampling. The intervention incorporated points, a leaderboard, simple rewards, explanation of solution procedures, and peer feedback. Data were analyzed using Hake's normalized gain. The combined mean normalized gain was 0.25 (low). Interpretation showed the highest gain (0.35, moderate), followed by evaluation (0.26), analysis (0.24), and inference (0.15), all in the low category. The findings are exploratory because the design lacked a comparison group and involved a small sample.

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